The Analysis of Illustrated Story Books for Children Aged 3-6 in Terms of Protection Rights

Year 2023, , 346 - 361, 25.10.2023

Muhammet Übeydullah Öztabak , Duygu Yalman Polatlar

https://doi.org/10.30767/diledeara.1346091

Abstract

Bu çalışmada, 3-6 yaş çocuklarına yönelik resimli hikâye kitaplarının Çocuk Hakları Sözleşmesinde yer alan korunma hakkına göre analizi amaçlanmıştır. Nitel araştırma yöntemlerinden doküman incelenmesi kullanılmış ve veriler betimsel analiz yöntemi ile çözümlenmiştir. Araştırmanın veri seti, İstanbul Kitap Fuarına katılan yayınevlerinin, en çok satan resimli hikâye kitapları arasından ölçüt örnekleme yöntemiyle belirlenmiştir. Belirlenen 30 yayınevi ile görüşülerek 102 kitap veri setine dahil edilmiştir. Resimli hikâye kitaplarında doğrudan veya dolaylı olarak verilen mesajları bulmak amacıyla kitapta yer alan cümleler ve resimler çözümlenmiştir. Verilerin çözümlenmesinde “korunma hakları” ana kategori olarak esas alınmıştır. İncelenen kitaplarda en fazla desteklenen haklar sırasıyla “Çocuğun yüksek yararı”, “Bilgi edinme ve zararlı yayınlara karşı korunma” ve “Fiziksel koruma”; en fazla ihlal edilen haklar sırasıyla “Çocuğun yüksek yararı”, “Eşit muamele görme ve ayrımcılıktan korunma” ve “Çocuğun çocuk olma hakkı” olarak tespit edilmiştir. Çocukların bu kritik döneminde, resimli hikâye kitaplarının çocuklara rehberlik etme özelliği bulunmaktadır. Bu sebeple çocuk kitaplarında yer alan resimler, metnin konusu ve kurgusu, metni anlatma şekli ve verdiği alt mesajlarla korunma haklarına vurgu yapılması büyük önem taşımaktadır.

Keywords

resimli hikâye kitabı, çocuk edebiyatı, çocuk hakları, korunma hakları, çocuğun yüksek yararı

3-6 Yaş Çocuklarına Yönelik Resimli Hikâye Kitaplarının Korunma Haklarına Göre Analizi

Abstract

References

• Akyüz, E. (1991). In the light of the principle of child safety: Children in need of protection. Ankara University Journal of Faculty of Educational Sciences, 24(2), 709-734.
• Akyüz, E. (2000). Protection of the rights and safety of the child in national and international law. National Education Publishing House.
• Akyüz, E. (2016). Child law. Pegem Pub.
• Alpay, B., & Tuna, C. (2021). Investigating preschool story books in terms of children’s rights. Adnan Menderes University Faculty of Education Journal of Education Sciences, 12(1), 1-14.
• Atkinson, P. A., & Coffey, A. (1997). Analysing documentary realities. D. Silverman (Ed.) In Qualitative Research: Theory, Method and Practice (pp. 45-62). Sage Pub.
• Bağçeli Kahraman, P. B., Kartal, T., & Yıldız, S. (2020). Child rights in illustrated children’s books. Journal of Children’s, Literature & Language Education, 3(2), 138-163.
• Büyükalan, F. S., & Harmankaya, T. (2019). In awarded children’s picture study books examinaton of child rights. National Education Journal, 48(1), 769-791.
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). CA: Sage.
• Dağlıoğlu, E. H., & Çakmak Ç. Ö. (2009). Examination of story books produced towards preschool children regarding elements of violence and horror. Turkish Librarianship, 23(3), 510-534.
• Deretarla Gül, E. (2013). Gaining reading habits in pre-school children. M. Gönen (Ed.). In Children’s Literature (pp. 305-314). Eğiten Kitap Pub.
• Deszcz-Tryhubczak, J. (2016). Using literary criticism for children’s rights: Toward a participatory research model of children’s literature studies. The Lion and the Unicorn, 40(2), 215-231.
• Dilidüzgün, S. (2000). Literary quality in children's books. S. Sever (Ed.) In I. National Children's Books Symposium: Problems and Solutions. Ankara University Faculty of Educational Sciences and TÖMER Language Teaching Center Publication.
• Elo, S., & Kyngas, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
• Freeman, M. (2007). Law in society: Reflections on children, family, culture and philosophy: Essays in honour of Michael Freeman. Alison Diduck, Noam Peleg, Helen Reece (Eds.). Brill Nijhoff Pub.
• Güzelyurt, T. (2020). Sexual education and prevention of sexual abuse in pre-school period: An examination of illustrated children's books. International Journal of Children’s Literature and Education Researches (CHEDAR), 4(1), 54-69.
• Hassi, M. L., Niemelä, H., Paloniemi, A., Piekkari, J., & Wolde, K. (2015). Drama in child rights education - Developing a pedagogical model. The European Journal of Social & Behavioural Sciences, 14(3), 291-307.
• Hunt, P. (1994). An introduction to children’s literature. Oxford University Press.
• Kahraman, P. B., Kartal, T., & Yıldız, S. (2020). Child rights in illustrated children’s books. Journal of Children’s, Literature & Language Education, 1(1), 138-163.
• Karataş, E. (2014). The concept of "character" in children's literature. Muğla Sıtkı Koçman University Journal of Social Sciences and Humanities Researches, 33, 60-79.
• Karaman Kepenekçi, Y. (2000). Human rights education. Anı Pub.
• Karaman Kepenekçi, Y. (2010). An analysis on children’s rights in stories recommended for children in Turkey. Journal of Peace Education, 7(1), 65-83.
• Karaman Kepenekçi, Y., & Aslan, C. (2011). Children's rights in books addressing the preschool period. Ankara University Printing House.
• Kirk, J., & Miller, M. L. (1986). Reliability and validity in qualitative research. CA: Sage.
• Koc, K., & Buzzelli, C. A. (2004). The moral of the story is…: Using children’s literature in moral education. Young Children, 59(1), 92-97.
• Lincoln Y. S., & Guba E. G. (1985). Naturalistic inquiry. Sage Publications.
• Mendoza, J., & Reese, D. (2001). Examining multicultural picture books fort he early childhood classroom: Possibilities and pitfalls. Early Childhood Research & Practice, 3(2), 1-33. https://files.eric.ed.gov/fulltext/ED458040.pdf
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). CA: Sage.
• Özyer, N. (2003). Violence affirmed in children's books. S. Sever (Ed.). In Violence Reflected on Children's Literature and Pediatrics Symposium (pp. 112-120). Osmangazi University Press.
• Saguisag, L. & Prickett, M. B. (2016). Introduction: Children’s rights and children’s literature. The Lion and the Unicorn, 40(2), 5-7.
• Sarı, T. (2019). Investigation of children's books in children's libraries in terms of children's rights: The case of Ankara [Unpublished Master Thesis]. Aydın Adnan Menderes University.
• Sever, S. (2002). Violence reflected in children's books. Ankara University Journal of Faculty of Educational Sciences, 35(1-2), 25-37.
• Superle, M. (2016). The United Nations Convention on the Rights of the Child: At the core of a child-centered critical approach to children’s literature. The Lion and the Unicorn, 40(2), 144-162.
• Şirin, M. R. (2000). Children's literature in 99 questions. Çocuk Vakfı Pub.
• Todres, J., & Higinbotham, S. (2016). Human rights in children's literature: Imagination and the narrative of law. Oxford University Press.
• Turan, S. (2011). Analysis of children's rigts in the context of fairy tales: Everday a Fairy Tale a study on named book [Unpublished Master Thesis]. Ankara University. Türkyılmaz, M., & Kuş, Z. (2014). Analysis of children’s rights in 100 basic literary books. International Journal of Eurasia Social Sciences, 5(15), 39-63. Yarar, F., & Yarış, F. (2011). Primary care approach in child abuse and neglect. Turkish Journal of Family Practice, 15(4), 178-183. Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in the social sciences (9th Ed.). Seçkin Pub.